Gestural impairment and gestural ability in aphasia: A review

Peterson, Laura N.; Kirshner, Howard S.

doi:10.1016/0093-934x(81)90084-5

Cited by 34 publications

(1 citation statement)

References 28 publications

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“…Finally, the same positive relation was found between verbal ability and gestures that are produced without speech (i.e., pantomimes); aphasics who showed better verbal production and/or verbal comprehension abilities were also better at recognizing and producing pantomimes (Duffy et al, 1975; Varney, 1978). These studies also showed that aphasics—compared to typical adult controls—were impaired both in their production and comprehension of gestures (e.g., Dufy & Dufy, 1981; Goodglass & Kaplan, 1963; Pickett, 1974; see Peterson & Kirshner, 1981 for a review).…”

Section: Introductionmentioning

confidence: 99%

Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions

2012

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Children with pre/perinatal unilateral brain lesions (PL) show remarkable plasticity for language development. Is this plasticity characterized by the same developmental trajectory that characterizes typically developing (TD) children, with gesture leading the way into speech? We explored this question, comparing 11 children with PL—matched to 30 TD children on expressive vocabulary—in the second year of life. Children with PL showed similarities to TD children for simple but not complex sentence types. Children with PL produced simple sentences across gesture and speech several months before producing them entirely in speech, exhibiting parallel delays in both gesture+speech and speech-alone. However, unlike TD children, children with PL produced complex sentence types first in speech-alone. Overall, the gesture-speech system appears to be a robust feature of language-learning for simple—but not complex—sentence constructions, acting as a harbinger of change in language development even when that language is developing in an injured brain.

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